Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
352257 | Computers in Human Behavior | 2009 | 7 Pages |
Abstract
This article discusses the use of different techniques for uncovering cognitive processes, for research and instructional purposes: verbal reporting, eye tracking, and concept mapping. It is argued here that applying these techniques in research inspired by cognitive load theory may increase our understanding of how and why well-known effects of instructional formats come about (e.g., split-attention, redundancy, or worked example effects) and refine or corroborate the proposed theoretical underpinnings of such effects. This knowledge can inform instructional design, and moreover, the effects of these techniques on learning can also be direct, by embedding the techniques in instruction.
Related Topics
Physical Sciences and Engineering
Computer Science
Computer Science Applications
Authors
Tamara van Gog, Liesbeth Kester, Fleurie Nievelstein, Bas Giesbers, Fred Paas,